Baton Rouge Community College
Academic Affairs Master Syllabus
Date Approved or Revised: 5/13/13
Course Name: Patient Assessment
Course Number: EMSE 203
Lecture Hours: 1
Lab Hours:
3
Credit Hours: 2
Course Description:
Introduces examination of epidemiological and pathophysiological findings to form a clinical
impression through the development of differential diagnoses and clinical reasoning in the
formulation of a treatment plan.
Prerequisites: Completion of BIOL 110 with a grade of “C” or better and official admission to
the CTS or AAS Paramedic program.
Co-requisites:
None
Suggested Enrollment Cap: 16
Learning Outcomes: Upon successful completion of this course, the students will be able
to:
1. Integrate scene and patient assessment findings with knowledge of epidemiology and
pathophysiology to form a field impression. This includes developing a list of
differential diagnoses through clinical reasoning to modify the assessment and formulate
a treatment plan
2. Demonstrate comprehensive knowledge of the principles of medical documentation and
report writing
3. Demonstrate comprehensive knowledge of EMS communication systems,
communicating with other health care professionals and team communication and
dynamics
4. Demonstrate comprehensive knowledge of the principles of communicating with patients
in a manner that achieves a positive relationship with the patient and their families
5. Perform a patient assessment, develop a treatment and disposition plan for patients based
on the patient’s complaints
6. Report and document assessment findings and interventions. Collect and report data to
be used for epidemiological and research purposes
7. Communicate in a manner that is culturally sensitive and intended to improve the patient
outcome
8. Ensure the safety of the rescuer and others during an emergency
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Assessment Measures: Assessment of all learning outcomes will be measured using the
following methods:
1. Instructor designed exams will collectively assess a portion of the learning outcomes and
will be administered during the semester as listed in the course syllabus.
2. Instructor designed comprehensive final exam will assess a portion of the learning
outcomes and will be administered at the end of the semester.
3. Instructor designed clinical/lab competency tool will be used to assess a portion of the
learning out comes and will be administered as listed in the course syllabus.
Information to be included on the Instructor’s Course Syllabi:

Disability Statement: Baton Rouge Community College seeks to meet the needs of its
students in many ways. See the Office of Disability Services to receive suggestions for
disability statements that should be included in each syllabus.

Grading: The College grading policy should be included in the course syllabus. Any
special practices should also go here. This should include the instructor’s and/or the
department’s policy for make-up work. For example in a speech course, “Speeches not
given on due date will receive no grade higher than a sixty” or “Make-up work will not
be accepted after the last day of class.”

Attendance Policy: Include the overall attendance policy of the college. Instructors may
want to add additional information in individual syllabi to meet the needs of their
courses.

General Policies: Instructors’ policy on the use of things such as beepers and cell phones
and/or hand held programmable calculators should be covered in this section.

Cheating and Plagiarism: This must be included in all syllabi and should include the
penalties for incidents in a given class. Students should have a clear idea of what
constitutes cheating in a given course.

Safety Concerns: In some programs this may be a major issue. For example, “No
student will be allowed in the safety lab without safety glasses.” General statements such
as, “Items that may be harmful to one’s self or others should not be brought to class.”

Library/ Learning Resources: Since the development of the total person is part of our
mission, assignments in the library and/or the Learning Resources Center should be
included to assist students in enhancing skills and in using resources. Students should be
encouraged to use the library for reading enjoyment as part of lifelong learning.
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Expanded Course Outline:
Patient Assessment
1.
Scene Size-Up
I.
Scene Safety
II.
Scene management
2.
Primary Assessment
I.
Primary Survey/Primary Assessment
II.
Integration of treatment/procedures needed to preserve life
III. Evaluating priority of patient care and transport
3.
History Taking
I.
Components of the patient history
II.
Interviewing Techniques
III. Components of the patient history
IV. Cultural Competence
V. Special challenges
VI. Integration of therapeutic communication, history taking techniques, patient presentation
and assessment findings; Development of field impression
VII. Treatment Plan; Modify initial treatment plan
VIII. Age-related considerations
4.
Secondary Assessment
I.
Techniques of Physical Examination
II.
Physical examination techniques will vary from patient to patient depending on the chief
complaint, present illness, and history
III. Physical examination – approach and overview
IV. Mental Status
V. Techniques of Physical Exam: General Survey
VI. Vital Signs
VII. Examination by anatomical region or system
VIII. Modifying the assessment for the patient with a life threatening emergency
5.
Reassessment
I.
How and When to Reassess
II.
Patient Evaluation: Reassessment
III. Documentation
IV. Age-related Considerations
6.
Documentation
I.
Principles of medical documentation and report writing
7.
EMS System Communication
I.
EMS Communication System
II.
Communicating with other health care professionals
III. Team communication and dynamics
8.
Therapeutic Communication
I.
Principles of communicating with patients in a manner that achieves a positive relationship
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